中學(xué)教師資格證
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課堂教學(xué)中聽力活動的組織應(yīng)該注意什么?（15分）

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下面是某教師的課堂教學(xué)片段：?T: Are you happy??Ss : Yes, we are.?T: When there’s something wrong with your body, are you still happy??Ss : No.?T: Look at the picture, is he happy??Ss: No, he isn’t.?T: Why??Ss: (With the teacher’s help) He has a

stomachache. (Learn other phrases about illness in the same way)?T: Now let’s learn a chant. Say first two lines of the chant

after me. Say the next two lines together with me according to my action. Say the last two lines by yourselves according to my action. Now let’s start:?Head, head, I have a headache. I have a headache.?Stomach, stomach, I have a stomachache. I have a stomachache.?Ear, ear, I have an earache. I have an earache.?Tooth, tooth, I have a toothache. I have a toothache.?Back,

back, I have a sore back. I have a sore back.?Throat, throat, I have a sore throat. I have a sore throat.

請根據(jù)材料回答下列3個(gè)問題。

10

【簡答題】

此語段教師采用什么方式講授新知識?請具體分析。

此語段教師使用了什么方法進(jìn)行語言呈現(xiàn)?請具體分析。（10分）

A teacher showed students an example and explained the usage of past perfect tense, and ask students to listen “past perfect tense” sentences by imitating that example. What’s teacher's grammar teaching method?

A

Consolidation.

B

Presentation.

C

Deduction.

D

Induction.

During class, the teacher draws a flow chart on the blackboard to show the structure and its inner connection of a passage. What class do you think is it most possible be?

A

Word class.

B

Reading and speaking class.

C

Grammar class.

D

Phonetics class.

Students are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. This description belongs to _______ stage.

A

pre-listening

B

while-listening

C

post-listening

D

none of them

What vocabulary learning strategy does the following activity help to train?

The teacher created a situation and asked students to think of words and expressions that can be used in that situation.

A

Association.

B

Generalization.

C

Collocation.

D

Contextualization.

What?purpose?does?post-listening?activities?NOT?serve?

A

Helping?students?relate?the?text?with?their?personal?experience.

B

Offering?students?the?opportunities?of?extending?other?language?skill.

C

Practicing?students’?ability?of?matching?the?pre-listening?predictions?with?contents?of?the?text.

D

Enabling?students?to?have?a?discussion?about?the?topic.

Which?of?the?following?activities?can?be?adopted?at?the?pre-reading?stage?

A

Rearranging?the?materials.

B

Brainstorming?the?topic.

C

Writing?a?summary?of?the?text.

D

Locating the specific information.

Which?of?the?following?writing?activities?reflect?process-orientation?

A

Asking?the?students?to?write?an?essay?parallel?to?the?text?they?have?learned.

B

Asking?the?students?to?peer-edit?their?first?draft.

C

Asking?the?students?to?complete?a?passage?with?transitions.

D

Asking?students?to?lay?a?great?focus?on the?grammar?structure?and?word?spelling.